Seventh Grade History

by D. Lutz

Ancient History for seventh graders takes them way back in time to third grade when they first learned about the fascinating Egyptians, the protected Israelites, the cruel Assyrians, the Greek thinkers and the Roman doers. The class is flying without a textbook this year; reading from primary and secondary sources, pouring over maps, and comparing time lines of ancient civilizations around the globe. Almost every week the students are required to independently research important topics, people, or places and report back to the class what they have learned. In essence, they are creating their own textbook.

This week we will be comparing the original Hippocratic Oath to the oaths taken by doctors graduating today. How are they the same? How do they differ? How does this show how civilization has changed or stayed the same? Next week we are learning about Alexander the Great. By looking at almost a dozen sources, we are going to decide if the man was truly great, or perhaps, just a big bully.

After our study of Greece we are taking quick flights over India, China, and the ancient communities of the Americas, coming back to Rome in time to explore their great accomplishments and shortfalls. Christ will be born, put to death, and resurrected in God’s perfect timing. The threat of persecution, the diversity of languages, and the spider web of roads will take His message and His church to the far corners of the earth. Our ancient studies will lead us to this very pinnacle of world history.

Classical Writing - A Tutor's Perspective

by D. Myers, Granite 8th and 10th Omnibus Tutor

Writing for a classical student involves the ability to present cogent arguments in a clear and winsome manner, with sufficient support to be persuasive and convincing. We do this continually in our Omnibus classes at Granite, where every written assignment is designed to provide opportunity for the students to gain mastery over analytical writing skills.

By the time students come to my 8th Omnibus classroom, it is apparent that they have gained mastery over basic sentence construction skills to enable them to craft sentences and paragraphs that are grammatically appropriate. This is something of a "big deal" because many students without the benefit of the classical training in grammar fundamentals are well behind the curve needed to successfully move forward with what I call "organizational" writing skills. But our Granite students have been so fully immersed in Shurley and IEW that they are well prepared to move through the Logic and Rhetoric stages of writing. I can clearly see this preparation in their work, and I can also sometimes see that important foundation lacking in students who "come to us late."

Assuming our students have had comprehensive grammar instruction when they arrive in my 8th grade class, I immediately begin assessing their organizational skills. As part of the classical "Progymnasmata" program, 8th Omnibus is their exposure to "The Chreia" - which is a type of pre-cursor to the organizational skills we hone during 8th grade. The idea is simple - our written assignments are all about introducing our topic, taking a stand, establishing and developing a strategy for supporting our position, and wrapping up with flair and winsomeness. We see this in historical examples of The Chreia which we examine in class, and then proceed to model. Later, after the students have struggled to model their own Chreia, we transition to a more modern expression of the concepts foundational to the Chreia, and we begin working on mastery over the traditional five-paragraph essay.

The remainder of 8th grade Omnibus writing assignments are related to various strategies involved with successful implementation of a five-paragraph expression. We break it down into component parts, work on those parts, hone those skills and eventually see it all come together in their literary analysis essays - the "major response." For the remainder of high school, the "major response" is a foundational component of their literature studies. By the time they get to 10th grade we are able to see the students synthesize trends and schools of thought from their historical studies, and compare/identify those as expressed in the literature they read. In this way, they are able to join what educator Mortimer Adler called, "The Great Conversation." It's a process and one that, as tutor, I am privileged to be a part of, and amazed to see it develop before my eyes as the students grow in wisdom and understanding. This is the essence and the goal of a classical education.

Art in a Classical Education

By Mrs. Bly, GCT Art Teacher

I read a great article by Gregory D. Wilbur where he explained the place of the arts in a classical education.  He says,

"The studio study of the Arts or the skills to actually participate in the Arts is closely akin to the principles of the trivium. The trivium consists of grammar, logic, and rhetoric, and forms the basis for classical education.  

Grammar is learning brush strokes and how to work in the mediums of oils or watercolors. Logic is using those basic skills to construct exercises in shape and perspective. Rhetoric is the ability to create a two-dimensional scene through color that can convey action and/or emotion.”

He goes on to discuss why we should study the arts with other academic subjects, for example history and philosophy. He concludes by saying,

 “Understanding Art, philosophy and how Art reflects philosophy will enable a greater comprehension of present-day life and culture as well as the past. Understanding the criteria for evaluating the elements which comprise good Art will access realms of God given creativity for study and appreciation. Teaching a child the needed skills to create in a specific medium will afford the opportunity to reflect God’s creativity. These higher aims have a greater value than merely offering a vague enrichment.”

I have had the privilege this last semester, to teach an art class at Granite.  We embarked upon this journey of exploring the basic elements and principles of art through a two-hour class on Monday afternoons.  (I had taught other art classes/workshops before, but never with boys---they add a whole new element of fun!)

We used vibrant liquid watercolors, slick oil pastels, crisp sharpies, squishy clay and a rainbow assortment of tempera paints to become familiar with Matisse, Van Gogh, Kandinsky, O’Keeffe, Hundertwasser, da Vinci, and many others.  We looked at some of the Master’s works, tools, training, and lives.  We tried our hand at their unique styles, then used that new skill in combination with the elements of art design (e.g. line, shape, color) to create our own masterpieces!

              

We had a blast, and learned a few things along the way such as:

1. Mixed age groups are great!  Learning how to work together, encourage, compliment and compromise are priceless lessons.  Art just happens to be a platform where kids are able to recognize this, and I found such joy in seeing this happen!
2. God has created us, and given us all different gifts.  Some of us are amazing at sketching details, some of us--not so much.  But approaching a project as an experiment, doing your best, enjoying the process, praising other's work, and rejoicing in having the ability and opportunity to try; that is honoring to our Creator.
   
3. Learning to recognize the beauty in the art all around us, such as a sculpture or the sunset, is part of art appreciation.  Especially when we give Him the glory!

Next semester is almost upon us, with a new set of art lessons on the horizon.  We’ll be building upon basic skills, welcoming new friends to class, and experimenting with new mediums.  I can hardly wait!

Women Who Stand - Holly Kosten!

September 19-23rd , I will be taking part in a 365-mile bike ride around Maryland with several other women. You might be wondering why I would do such a thing - 365 miles is a long way to go on a bike, even spread over 4-5 days.

The ride was organized by Women Who STAND, a group committed to raising awareness about some of the issues facing women, children, and families in Malawi and Cambodia and to raising funds to support World Relief’s programs in both countries. Our goal for this ride is to raise $25,000 (or more) for families in Malawi and Cambodia, particularly those affected by HIV/AIDS.

The money we raise for Malawi will be used to provide school kits to 350 children who have lost parents to HIV/AIDS and school fee grants to 50 children who otherwise probably wouldn’t be able to continue their educations past elementary school .

In Cambodia, the funds we raise will be used to support an agricultural program that focuses on the moringa tree, which is such a great source of nutrition that it’s been called “the miracle tree.” The funds we raise could provide moringa seedlings and training on how to tend, harvest, and prepare them to as many as 5,000 people!

World Relief is the relief and development arm of the National Association of Evangelicals, which has been active since just after World War II. They currently have offices in thirteen countries, including 24 offices in the U.S. Through programs that range from disaster response to agricultural development to HIV/AIDS prevention and care, World Relief seeks to empower local churches to serve the most vulnerable in their own communities and around the globe, by following the example of Jesus.

Copy and paste the link below to read more about our team and join us in supporting women and children in Malawi and Cambodia....you don't even have to pedal a mile to support this cause!  We appreciate your prayers to safely reach our goal of 365 miles to support 365 days of work. 

With love,

Holly Kosten

 www.WorldRelief.org/Ride365/holly

free Granite materials and a WTB

I have the following books to loan:
Jacob's Geometry, 3rd edition
Apologia - Exploring... Physical Science, 2nd edition (8th grade)
Apologia - Exploring... General Science, 2nd edition (7th grade)
Exploring the World Around You (5th grade)
Chesterton's, The Man Who Was Thursday (10th grade)
The Story of the World, Vol. 3 (5th grade)
The Thinking Toolbox (7-8th grades)

Give away (in "rough" but usable condition):
Lyrical Life Science, Vol. 1 (4th grade) text and workbook
Lyrical Life Science, Vol. 2 (5th grade) only the workbook

Wanted to Borrow/Buy (prefer to borrow)
Apologia - Exploring... Chemistry, 2nd edition

Used Math Curriculum

I have the following Saxon Curriculum for sale. Please email me If you're interested in purchasing. Feel free to share this with others as well.

 

Saxon Math Homeschool 6/5 for 5th Grade (or 6th Grade) - 3rd Edition Student Text, Solutions Manual, and Saxon Teacher CD- Roms. Books are used, but are in good condition. CD's are in excellent condition. You will need to purchase the Test & Worksheets Book. $65.00

Saxon Math Homeschool 5/4 for 4th Grade (or 5th Grade) - 3rd Edition Student Text, Solutions Manual, and Saxon Teacher CD- Roms. Books are used, but are in good condition. CD's are in excellent condition. You will need to purchase the Test & Worksheets Book. $65.00 The CD-Roms are Saxon produced and provide step by step instruction for each lesson and test.

Thanks.

Mineva Strong

gostrong@aol.com

Granite Hershey Park Day!

May is Home School month at Hershey Park and Granite has adopted the 24th as it's day to collectively descend upon the park.  If you would like to go, this Wednesday the 9th is the deadline.  Tickets are $29.50 (ages 9-54), $26.50 (ages 3-8 and 55-69, and $21.00 (ages 70+).  Please send in your money to Mrs. Cheryl Brooking.  Checks are to be made payable to her as well.  For additional info, you can email her at clbrooking@gmail.com.